OECD Education Presentation

11
Organisation for Economic Co-operation and Development (OECD)
Education at a Glance 2008

Education a Glance
2008 edition of
Key results
Under embargo until 9 September 2008, 11:00 Paris time
Education Indicators
Programme
22
EAG 2008: Three main findings
r A rising tide in the demand for high-level qualifications
 8 million more students in tertiary systems than back in 1995
Education a Glance
(share of age cohort moving into university level education

2008 edition of
rose from 37% to 57%)

 Strong labour-market incentives suggest further expansion
– Large and often growing earnings and employment differentials
– Growth in skilled jobs
Current approaches to the financing of higher
Programme
r
education under pressure
 In spite of recent and considerable increases in spending
levels, expenditure in some countries could not keep up with
rising demand, particularly in countries finding difficulties
mobilising private resources
r Spending patterns can be explained by policy choices
 Link between spending levels and outcomes tenuous
33
Education a Glance
2008 edition of
A rising tide in the demand for

high-level qualifications
Changes in qualification levels (the past)
Indicators Programme
OECD Education
Changes in graduation rates (the present)

Changes in entry rates (best guess for the future)
Education Indicators 2008 edition of
Programme Education a Glance 44
0
5
10
15
20
25
30
35
40
45
50
United States
A1.3a
Israel
Netherlands
Norway
Denmark
Canada
Estonia
Russian Federation 2
2000's
Australia
Iceland
Sweden
9
12
United Kingdom
2. Year of reference 2002.

Hungary
1990's
Switzerland
New Zealand
Japan
OECD average
Germany 14
28
1980's
Finland
EU19 average
Poland
Spain
Czech Republic
1970's
Slovak Republic
France
21
14
Ireland
Luxembourg
Belgium
4
24
Korea
Greece
Italy
Growth in university-level qualifications
Mexico
Chile 1
Turkey
Portugal
Austria
Slovenia
education in the age groups 25-34 years, 35-44 years, 45-54 years and 55-64 years) (2006)
Approximated by the percentage of the population that has attained tertiary-type A
55 Science has benefited most from the expansion
Ratio of 25-to-34-year-olds with ISCED 5A and 30-to-39-year-olds with ISCED 6 levels of education to 55-to-64-
year-olds with ISCED 5A and 6 levels of education, by fields of education (2004)
Ratio Arts and humanities Science Engineering All fields

12
Education a Glance
2008 edition of
11
10
6
Programme
4 Ratios larger than 1 mean that more graduates

3 enter than exit the labour-market
2
0
Slovak Republic
Canada 1, 2
Mexico
Germany
Ireland
Belgium
Italy
Spain
Norway
Iceland
OECD average
United Kingdom
Netherlands
Austria
Finland
Portugal
France
Hungary
Sweden
Denmark
Australia
Luxembourg
A1.4 1. Year of reference 2001. Only ISCED 5A of educational attainment.

2. Average of ratios, not as a whole as in EAG 2007.
Number of graduates
0
500
2000
2500
3000
3500
4000
4500
5000
1000
1500
A3.6
Korea
France1
Australia
Ireland
Finland
New Zealand
United Kingdom
Poland
Switzerland

Sweden
Total
OECD average
EU19 average
Japan
Males
Denmark
Germany
2. Advanced research programmes refer to 2005.

Slovak Republic
Italy 2
Females
Portugal
United States
Iceland
Spain
Austria
Belgium
employed 25-to-34-year-olds (2006)
Czech Republic
Turkey
Mexico
Norway
Number of tertiary science graduates per 100 000
Netherlands
Hungary
77 Trends in university-level graduation output
First-time graduation rate at the tertiary-type A level
%
70
2006 2000 1995

60
Education a Glance
2008 edition of
50
40
30
20
Programme
10
0
Poland1
Netherlands1
Iceland1
Canada1,2
Portugal1
Switzerland1
Slovenia
Australia1
Finland1
Sweden1
Denmark1
Norway1
Ireland
Japan
Israel
Spain
Hungary
Austria1
Germany1
Turkey
Greece1
Italy
United States
Slovak Republic1
New Zealand1
United Kingdom1
EU19 average
OECD average
Czech Republic1
1. Net graduation rate is calculated by summing the graduation rates by single year of age in 2006.
A3.2 2. Year of reference 2005.
Countries are ranked in descending order of the graduation rates for tertiary-type A education in 2006.
Source: OECD. Table A3.2. See Annex 3 for notes (www.oecd.org/edu/eag2008)
20
30
40
50
60
70
80
90
10
0
100
A3.1
1.
Iceland
Australia
New Zealand
Finland
Poland
Denmark
Netherlands
Norway
Sweden
Italy1
M+F
Ireland1
United Kingdom
Japan1
OECD average
Males
Israel
United States1
EU9 average
Canada2
Slovak Republic
Portugal
Females
Entry rate for tertiary type A programmes is calculated as gross entry rate in 2006.
Spain1
Hungary1
Switzerland
Czech Republic
Austria
Germany
Tertiary-type A graduation rates by
Slovenia
gender in 2006 (first time graduation)
Greece
Turkey1
99 Contribution of international students
to university graduate output
Percentage of tertiary qualifications awarded to international students (2005)
Tertiary-type A programmes, first degree

Tertiary-type A programmes, second degree
Advanced research programmes
Education a Glance
%
60
2008 edition of
50
40
30
20
Programme
10
0
Switzerland
Slovenia
Belgium3
Portugal3
Iceland3
Australia
Austria
Germany
Finland2
Sweden
Canada1
Denmark
Japan
Hungary3
Turkey3
United States
Norway
New Zealand
Estonia
Slovak Republic3
United Kingdom
Czech Republic3
A3.4 1. Year of reference 2005.
2. First degrees programmes include second degrees.
3. Proportion of foreign graduates in tertiary graduate output. These data are not comparable with data in
international graduates and are therefore presented separately.
10
10 Distribution of foreign students
by country of destination
Percentage of foreign tertiary students reported to the OECD
who are enrolled in each country of destination (2006)
Other OECD
Education a Glance
countries, 6.3%
2008 edition of
Other partner
Netherlands, 1.2%
countries,
10.7% United States, 20.0%
Austria, 1.3%
Malaysia, Switzerland, 1.3%

1.4%
Sweden , 1.4% United Kingdom, 11.3%
Belgium,
Programme
1.6% Italy, 1.7%

Spain, 1.7%
South Africa, 1.8%

New Zealand, 2.3%
Russian Federation,
2.6%
Germany, 8.9%
Japan, 4.4%
Canada, 5.1% France, 8.5%

Australia, 6.3%
C3.2
11
(%)
10
15
0
5
20
25
30
C3.3
United States Market share
United Kingdom
Germany
France
Australia
Canada 1
Japan
New Zealand
Spain
Italy
Belgium
Sweden
Switzerland
2000
Austria
Netherlands
Korea
Czech Republic
Denmark
Turkey
2006
Portugal
Greece
Hungary
Norway
Ireland
Poland
Finland
Mexico
Percentage of all foreign tertiary students enrolled by destination
Slovak Republic
Luxembourg
Trends in international education market shares
Iceland
12
12 Percentage of international students enrolled
in tertiary education
International students who travelled to a different country for the purpose
of tertiary study (2006)
Education a Glance
% 20
2008 edition of
18
16
14
12
10
8
Programme
0
Ireland
Denmark
Netherlands
Japan
Hungary
Switzerland
Norway
Slovenia
New Zealand
Belgium
Estonia
Slovak Republic
Australia
Canada 1
Sweden
Finland
United Kingdom
Austria
Spain
Czech Republic
United States
Note: The data on the mobility of international students presented are not comparable with data on foreign
C3.1 students in tertiary education (defined on the basis of citizenship) presented in pre-2006 editions of
Education at a Glance .
13
20
30
40
50
60
70
80
90
10
0
100
A2.3
1.
Australia
Iceland
Poland
Finland
Sweden
New Zealand
Slovak Republic
Norway
Hungary
Russian Federation1
United States
Korea
Denmark
2006
Netherlands
United Kingdom
Israel
OECD average
EU9 average
around 8 million more students than back in 1995
2000
Italy1
Portugal
Czech Republic
Greece
Slovenia
1995
Across OECD countries tertiary systems are now providing for
Entry rate for tertiary type A programmes is calculated as gross entry rate in 2006. Japan
Spain
Chile1
Estonia
Ireland
Austria
Switzerland
Germany
Belgium
Mexico
Turkey
Entry rates into tertiary-type A education
14
10
0
20
30
40
50
% 60
A4.1
Italy 1
United States 2
New Zealand
Hungary
Mexico
Estonia
United Kingdom
Poland
Slovenia
2. Only full-time students.

Norway
Czech Republic 1
Portugal
Sweden
1. Response rate too low to ensure comparability.

Iceland
Slovak Republic
Switzerland 1
Austria 1
Netherlands
Australia 1
OECD average
Finland
Canada (Quebec)
Germany
Russian Federation
Without tertiary qualifications
France
Belgium (Fl.)
Denmark 2
Proportion of students who enter a tertiary programme
Japan
but leave without at least a first tertiary degree (2005)
15
15 Entry rates at tertiary education compared to
population leaving without completing tertiary
education (2005)
90
Entry rate
Education a Glance
2008 edition of
80 Sweden
Poland New Zealand
Finland
70 Iceland Norway
Russian Federation Hungary
60 Slovak Republic
Denmark United States
Netherlands Estonia
50
United Kingdom
Programme
Japan
40 Slovenia
Germany
Belgium
30 Mexico
20
10
0
0 10 20 30 40 50 60
Population leaving without tertiary education

16
16
Education a Glance
2008 edition of
So what?
Has the increasing supply of well-educated labour been

OECD Education
matched by the creation of high-paying jobs?
Will one day everyone have a university degree

but work for the minimum wage?
17
17 Proportion of the population in skilled jobs and
proportion with tertiary qualifications (2006)
Skilled jobs (ISCO 1-3) Tertiary attainment (5B, 5A/6)

Education a Glance
2008 edition of
In OECD countries, the proportion of skilled jobs in the economy is

60
generally larger than the potential supply of tertiary educated
50
individuals. For countries in which work-based learning is central to
occupational advancement, this difference is large. In a few countries,
40 tertiary attainment matches or marginally exceeds the proportion of
skilled jobs, so that further expansion of higher education will to some
extent depend on the growth of skilled jobs in the coming years.
Programme
30
20
10
0
Canada
Turkey
Sweden
Germany
Iceland
France
Slovenia
Poland
Switzerland
Austria
Finland
Norway
Hungary
Portugal
Luxembourg
Netherlands
Australia
Denmark
Italy
Belgium
United States
Spain
Ireland
Czech Republic
Israel
United Kingdom
Slovak Republic
Note : For the United States, ISCO groupings 3 and 9 are not separated and thus distributed among
A1.1 remaining ISCO categories.
18
18 Changes in skilled jobs and tertiary attainment
between 1998-2006
Change in tertiary attainment (ISCED 5/6) in the 25-to-64-year-old population between 1998 and 2006
Change in skilled occupations (ISCO 1-3) in the 25-to-64-year-old population between 1998 and 2006
Difference between skilled jobs and tertiary educated in the 25-to-64-year-old population (2006)
Education a Glance
2008 edition of
30
For countries with large differences in skilled jobs and tertiary
25 attainment levels, the fundamental question is whether higher growth in
skilled occupations could be achieved if more individuals with tertiary
20
education were available to the labour market or whether labour market
15 experience and adult learning is sufficient to provide the necessary
skills.
Programme
10
-5
United States3
Israel
Italy1
Australia
Iceland
France
Norway
Luxembourg
Austria
Netherlands
Slovenia
Turkey
Portugal
Finland
Denmark
Ireland
Czech Republic
Hungary
Sweden
Canada
Germany2
Poland
Spain
Slovak Republic
Switzerland
Belgium
United Kingdom1
1. Change in survey methodology between 1998 and 2006 influences the comparability.
A1.6 2. The year of reference is 1999, not 1998.
3. ISCO groupings 3 and 9 are not separated and thus distributed among remaining ISCO categories.
19
19 Relative earnings from employment for females
By level of educational attainment and gender for 25-to-64-year-olds (upper
secondary and post-secondary non-tertiary education=100)
(latest available year)
Females
Below upper secondary education Tertiary-type B education Tertiary-type A and advanced research programmes
Education a Glance
2008 edition of
260
240
220
% of index
200
180
160
Programme
140
120
100
80
60
40
Israel
Hungary
Austria
Korea (2)
United Kingdom
Canada (4)
Poland
Germany
Czech Republic
Belgium (4)
Ireland (3)
Portugal (4)
Finland (3)
France
Australia (4)
Spain (3)
Norway (4)
United States
Switzerland
Turkey (4)
Luxembourg (1)
Italy (3)
Sweden (4)
Denmark (4)
New Zealand
A9.2a 1. Year of reference 2002. 3. Year of reference 2004.
2. Year of reference 2003. 4. Year of reference 2005.
20
20 Relative earnings from employment for males
By level of educational attainment and gender for 25-to-64-year-olds
(upper secondary and post-secondary non-tertiary education= 100) latest
available year
Males
Below upper secondary education Tertiary-type B education Tertiary-type A and advanced research programmes
Education a Glance
Males with a degree from a tertiary-type A or advanced

2008 edition of
% of index
260 research programme have a substantial earnings premium in

240
the Czech Republic, Hungary and Poland that is close to
220
100%.
200
180
160
Programme
140
120
100
80
60
40
Hungary
Germany
Israel
Austria
France
Poland
Switzerland
Turkey (4)
Sweden (4)
Spain (3)
Portugal (4)
Luxembourg (1)
Canada (4)
Denmark (4)
Korea (2)
United Kingdom
New Zealand
Czech Republic
United States
Australia (4)
Norway (4)
Ireland (3)
Italy (3)
Finland (3)
Belgium (4)
A9.2b
21
21 Private internal rates of return for an individual
obtaining a university-level degree, ISCED 5/6 (2004)
30
Education a Glance
25
2008 edition of
20
15
Programme
10
0
M F M F M F M F M F M F M F M F M F M F M F M F M F M F M F M F M F M F M F
CZE POR POL HUN UKM BEL USA FIN CHE IRL CAN KOR NZL FRA DEU NOR ESP SWE DEN
A10.1b
22
22 Components of the internal rate of return for a male
obtaining
. tertiary education, ISCED 5/6 (2004)
Direct cost Foregone earnings Gross earnings benefits
Unemployment effect Income tax effect Social contribution effect
Composite Impact
Cost components Benefits components
Education a Glance
Czech Republic 29.1%

2008 edition of
Portugal 23.9%
Poland 22.8%
Hungary 19.8%
United Kingdom 14.3%
Belgium 11.3%
United States 11%
The data show no
relationship between
Finland 10.7%
tuition levels and the
Programme
Switzerland 10.3%
rate of return
Ireland 10.2%
Canada 9.4%
Korea 9%
New Zealand 8.6%
France 8.4%
Germany 8%
Spain 7.6%
Norway 7.4%
Sweden 5.1%
Denmark 4.4%
A10.2 % 50 40 30 20 10 0 10 20 30 40 50
23 Cumulated streams of assumed costs and benefits
23 The IRR is the discount rate at which the Net Present Value=0. Given a stream of
assumed costs and benefits over 25-to-64-years-old, the IRR represents the rate of
return on investment expressed as an interest rate.
Direct cost Foregone earnings Gross earnings benefits Unemployment effect
Income tax effect Social contribution effect Composite Impact
Education a Glance
Cost components Benefits components

2008 edition of
Czech Republic 29.1%

Portugal 23.9%
Poland 22.8%
Hungary 19.8%
United Kingdom 14.3%
Belgium 11.3%
United States 11%
Finland 10.7%
Switzerland 10.3%
Programme
Ireland 10.2%
Canada 9.4%
Korea 9%
New Zealand 8.6%
France 8.4%
Germany 8%
Spain 7.6%
Norway 7.4%
Sweden 5.1%
Denmark 4.4%
(600) (400) (200) 0 200 400 600 800 1,000 1,200 1,400
Thousands
Note: Those amounts (in USD equivalents) are not discounted by the IRR and then differ from the amounts upon
which Chart A10.2 is based. Chart A10.2 gives a more accurate picture of the components weight.
24
24 The effects of tertiary expansion:
A high calibre workforce or the overqualified
crowding out the lesser qualified?
Lower secondary
“Middle group” unemployment rate as a ratio of upper secondary unemployment rate
The eight countries “Bottom group”
The nine countries with no or very
Education a Glance
with modest
In those countries that did not expand tertiary
Top group Middle group
education
Bottom group
modest increases in (the bottom
tertiary
increases in
2008 edition of
1.9
group), failure to complete upper secondary education
education is now
(0.1% associated
on average)
tertiary education
(2.4% on
with an 80% greater probability of being unemployed, compared to less
1.8average) (UK)
than 50% in the top group.
1.7
Programme
1.6
1.5
1.4
“Top group”
1.3 The nine countries that expanded
tertiary
1995 education
1998 fastest
1999 in the
2000 2001 2002 2004
1990s (5.9% on average)

A1.4 2007
25
25 Difference between unemployment rates
of females and males, by level of
education attainment (2006)
Gender differences in
Below upper secondary education
unemployment are much
smaller for those with
Upper secondary and post-secondary non tertiary educationhigher qualifications
Education a Glance
Percentage
2008 edition of
points Tertiary education

10
6 Unemployment rate higher for females
2
Programme
-2
-4
-6
Unemployment rate higher for males
-8
-10
Australia
Luxembourg
Italy
Korea
Denmark
Germany
Austria
Slovenia
France
Poland
Spain
Hungary
Mexico
Portugal
Finland
Turkey
Norway
Ireland
Canada
United States
Greece
Japan
Czech Republic
Estonia
Slovak Republic
Sweden
Israel
Switzerland
Netherlands
United Kingdom
Belgium
New Zealand
A8.3
26
26 Expected years in education and not in education
for 15-to-29-year-olds (2006)
Not in education, not in the labour force Not in education, unemployed
Not in education, employed In education, employed (including work/study)
In education, not employed
Education a Glance
14
Years
2008 edition of
12
10
8
Programme
0
United States
Luxembourg
Switzerland
Iceland
France
Italy
Israel
Slovenia
Finland
Norway
Australia
Austria
Portugal
Ireland
Denmark
Netherlands
Germany
Sweden
Hungary
Canada
Greece
Mexico 2
Poland
Estonia
Czech Republic
United Kingdom
Spain
New Zealand
Turkey 3
OECD28 average
EU19 average
Slovak Republic
Japan 1
Belgium
C4.2 1. Data refer to 15-to-24-year-olds.

27
27
Education a Glance
2008 edition of
Current approaches to the financing

of higher education under pressure
*
OECD Education
28
0
2
3
4
5
6
7
8
9
1
Israel
% of GDP
Iceland
Denmark
B2.1
Korea
United States
New Zealand
Mexico
Sweden
United Kingdom
Canada1
Slovenia
Switzerland2
2005
Belgium
France
Finland
Poland
3. Year of reference 2006 instead of 2005.

Australia
Portugal
2000
Norway2
Chile3
Hungary
Austria
Germany
Netherlands
Estonia
Japan
OECD total
Italy
2. Expenditure from public sources only (for Switzerland, in tertiary education only).
Czech Republic
Spain
Ireland
Slovak Republic
Brazil2
Expenditure on educational institutions as a
percentage of GDP for all levels of education
Greece
Russian…
29
1.0
1.5
0.5
2.0
2.5
3.0
3.5
0.0
B2.4
Finland
Canada % of GDP
Denmark
Switzerland
Greece
Norway
Austria
Belgium
Poland
France
Iceland
Ireland
Netherlands
Private
Germany
Portugal
Mexico
United Kingdom
New Zealand
Hungary
Public
Czech Republic
Australia
as a percentage of GDP (2005)
Spain
Slovak Republic
Italy
Korea
Expenditure on tertiary educational institutions
Japan
United States
Who pays for high-level qualifications
OECD average
EU19 average
30
30 Expenditure on educational core services, R&D and
ancillary services in tertiary educational institutions as a
percentage of GDP (2005)
% of GDP
3.0
Total expenditure on educational institutions
Education a Glance
Research & development (R&D)

2.5 Ancillary services (transport, meals, housing provided by institutions)
2008 edition of
Educational core services
2.0
1.5
Programme
1.0
0.5
0.0
Sweden
Hungary
Italy
Greece
Mexico
Ireland
Korea
Poland
Switzerland
Portugal
Slovenia
Finland
Norway
Netherlands
Belgium
Estonia
New Zealand
Germany
France
Spain
Slovak Republic1
3
3
United States
Austria
Brazil1
Canada1, 2
Israel
Australia
United Kingdom
Czech Republic
4
3
3
Iceland1,
Denmark1,
Japan1,
Chile 3,
Russian Federation
1. Some levels of education are included with others.
2. Total expenditure at tertiary level including R&D expenditure
B6.2 3. Year of reference 2005.
4. Total expenditure at tertiary level excluding R&D expenditure
31
31 Changes in student numbers and expenditure
for tertiary education
Index of change between 2000 and 2005 (2000=100, 2005 constant prices)
Change in expenditure
Change in the number of students (in full-time equivalents)
Education a Glance
Change in expenditure per student

236
2008 edition of
220
Index of change (2000=100)
210
200
190
180
170
160
150
140
Programme
130
120
110
100
90
80
70
Slovak Republic3
Chile
Hungary2
Denmark3
Netherlands
Japan3
Mexico
Ireland
Norway1
Switzerland1,2
Greece
Korea
Brazil1,2,3
Belgium
Iceland
Israel
Sweden
Estonia 1
Germany
Finland
Australia
Spain
United Kingdom
Portugal 2
Italy 2
France
United States
Austria
Czech Republic
Poland 2
1. Public institutions only.
2. Public expenditure only.
B1.7b 3. Some levels of education are included with others.
32
32 Share of private expenditure
on tertiary institutions
%
2000 2005
90
In 2005, the share of public funding at the tertiary level
80
represented 73% on average in OECD countries. On average
Education a Glance
among the 18 OECD countries for which trend data are

2008 edition of
70
60 available, the share of public funding in tertiary institutions

decreased slightly from 79% in 1995 to 77% in 2000 and to
50
73% in 2005.
40
30
Programme
20
10
0
Mexico
Germany
Japan2
Israel
Spain
Italy
France
Denmark2
Greece
Portugal
Ireland
Belgium
Iceland2
Sweden
Chile1
United States
Hungary
United Kingdom
Netherlands
Austria
Finland
Korea
Czech Republic
Australia
Canada2, 3
Slovak Republic2
Poland

B3.3c
33
33 Average annual tuition fees
In eight OECD countries, public institutions charge no
charged by tertiary-type A public institutions for full-time national
fees, but in one-third of countries public institutions
students, in US Dollars
charge converted using
annual tuition feesPPPs (school students
for national year 2004/2005)
in excess
of USD 1 500. Among the EU19 countries, only the
USD
Netherlands and the United Kingdom have annual tuition
United States (64%)
5000 fees that representChile
more
(48%)than USED 1000 per full-time
student; these relate to government-dependent
Education a Glance
institutions.
2008 edition of
4000
Australia (82%), Japan (44%), Korea (51%)
Canada (m)
3000
Israel1 (55%)
New Zealand (79%)
Programme
2000 This chart does not take into

United Kingdom1 (51%) account grants, subsidies or
Netherlands1 (59%) loans that partially or fully
offset the students’ tuition
fees
1000 Italy (56%)
Austria (37%), Spain (43%),
Belgium (Fr. and Fl.) (33%)
500 Turkey (27%), France (m)
B5.1
0 Czech Republic (41%), Denmark (57%), Finland (73%),
Ireland (45%), Iceland (74%), Norway (76%),
Poland (76%), Sweden (76%)
1. Public institutions do not exist at this level of education and most of the students are enrolled in government dependent institutions.
34
34 Public subsidies for education in tertiary
OECD countries spend, on average, 18% of their public
education
budgets (2005)on subsidies to households
for tertiary education
Public subsidies for and
education
other to households
private andInother
entities. private
Australia, entities the
Denmark, as a
percentage of total public expenditure
Netherlands, on education,
New Zealand, by type
Norway and of subsidy
Sweden and the
partner country Chile, public subsidies account for 27% or
% of total public expenditure on education
Transfers and payments to other private entities

Student loans
more of public spending on tertiary education. Only Greece,
Scholarships/ other grants to households OECD average
Korea and Poland spend less than 5% of total public spending
Education a Glance
45
on tertiary education on subsidies.
2008 edition of
40
35
30
25
Programme
20
15
10
Portugal
Slovenia
Hungary
Finland
Canada
Netherlands
Italy
Spain
Germany
Norway
Israel
Greece
Iceland
Denmark
Estonia
Belgium
France
Chile
Korea
Poland
Japan
Ireland
Australia
New Zealand
Brazil
United Kingdom
Czech Republic
Austria
Switzerland
Mexico
Slovak Republic
Sweden
United States
B5.2
35
35 Relationships between average tuition fees and
proportion of students who benefit from public loans
and/or scholarships/grants
Tertiary-type A, public institutions, academic year 2004/05, national full-time students
6000
Education a Glance
Group 3: Group 2:
2008 edition of
Potentially high financial

Extensive and broadly United States
barriers for entry to
uniform cost
5000 sharing across
tertiary-type A education,
Average tuition fees charged by
students, student support

but also large public
systems somewhat less
public institutions in USD
subsidies to students. Australia

developed
4000 .
Japan
Group 4: Group 1:
Programme
3000
Relatively low financial barriers No (or low) financial
to entry to tertiary education barriers for tertiary
and relatively low subsidies studies due to tuition
2000 Netherlands1
fees and still a high level
of student aid.
Italy
1000
Spain Poland Sweden and Norway
Austria Czech Republic
Belgium (Fr.) France2 Turkey
0
0 25 50 75
Finland and Iceland Denmark 100
% of students that benefit from public loans and/or sholarships/grants
B5.3
OECD Education 2008 edition of
Indicators Programme Education a Glance 36
36
School education
37
0
10
20
30
40
50
60
70
80
90
100
1
10
United States
A1.1a
Czech Republic
Estonia
Switzerland
Germany
Canada
Denmark
Norway
Sweden
Russian Federation 2
1. Year of reference 2004

Austria
Slovenia
Slovak Republic
Israel
2000's
Hungary
Finland
21
13
United Kingdom
Netherlands
1990's
New Zealand
EU19 average
OECD average
Luxembourg
Australia
1980's
France
Iceland
Belgium
Poland
in the age groups 55-64, 45-55, 45-44 und 25-34 years
1970's
Ireland
1
23
Korea
Greece
Italy
Chile 1
Growth in baseline qualifications
Approximated by percentage of persons with upper secondary or equivalent qualfications
Spain
Mexico
Turkey
Portugal
Brazil 1
38
%
20
30
40
50
60
70
80
90
10
100
A2.1
Germany
Greece
Slovenia
Finland
Korea
Japan
Norway
Iceland

Israel
Czech Republic
Switzerland
2006
United Kingdom
Ireland
Denmark
EU19 average
Italy
1995
OECD average
Slovak Republic
Canada1
Poland
United States
Sweden
Upper secondary graduation rates
Estonia
New Zealand
Spain
Luxembourg
Chile
Turkey
Percentage of graduates to the population at the typical age of graduation (unduplicated count)
Mexico
39
39 Access to tertiary-type A education
for upper secondary graduates (2006)
Graduation rates from programmes designed to prepare students for tertiary-type A education
% Entry rates into tertiary-type A education
120
Education a Glance
100
2008 edition of
80
60
Programme
40
20
Netherlands
Poland
Portugal
Denmark
Norway
Switzerland
Finland
Ireland
Turkey
Israel
Estonia
Sweden
Chile1
Hungary
Korea
Iceland
Spain
Germany
Slovak Republic
Japan
Italy1
Australia
Greece
Belgium
Czech Republic
Austria2
Slovenia
Mexico
EU19 average
OECD average
Russian Federation1
A2.2
1. Entry-rate for tertiary-type A programmes is calculated as gross entry rate.
2. Includes ISCED 4A programmes ( Berufsbildende Höhere Schulen).
Cumulative expenditure on educational institutions per
40
40
student over primary and secondary studies (2005)
Annual expenditure on educational institutions per student multiplied by the
theoretical duration of studies, in equivalent USD converted using PPPs
Primary education Lower secondary

Upper secondary education All secondary education
Education a Glance
250000
2008 edition of
In equivalent USD using PPPs
200000
150000
OECD average (primary and secondary)
Programme
100000
50000
0
Luxembourg1
Denmark
Japan
Greece
Netherlands
Mexico
Switzerland1
Norway
Iceland
Ireland
Korea
Hungary1
Chile
Belgium
Portugal1
Sweden
Slovenia1
Germany
Finland
Estonia1
Poland1
Slovak Republic
United Kingdom
Spain
New Zealand
Israel
Brazil1
United States
Austria
Italy 1
Australia
France
Czech Republic
B1.4
41
41 Changes in student numbers and expenditure
Primary, secondary and post-secondary non-tertiary education
Index of change between 2000 and 2005 (2000=100, 2005 constant prices)
Change in expenditure
Change in the number of students (in full-time equivalents)
Change in expenditure per student
180
Education a Glance
2008 edition of
170
160
Index of change (2000=100)
150
140
130
Programme
120
110
100
90
80
Netherlands
Belgium
Iceland
Germany
Sweden
Finland
Brazil1,2,3
Korea
France
Denmark3
Spain
Mexico
Chile
Austria
Italy 2
United States
Israel
Norway1
Switzerland1,2
Australia
Japan3
Portugal 2
Poland 2
Ireland
Hungary2
Canada 3
Greece 3
Slovak Republic3
Estonia 1
United Kingdom
Czech Republic
B1.7a 1. Public expenditure only.
Teacher compensation cost per student varies from 3.9% of GDP per capita in
42 Contribution of various factors to
the Slovak Republic (less than half the OECD average rate of 10.9%) to over five
42
times that rate in Portugal (20.9%, nearly twice the OECD average). Four factors
upper secondary teacher compensation costs
influence these trends – salary level, instruction time for students, teaching time
of teachers and average class size – so that a given level of compensation cost
per student as a percentage of GDP per capita
per student can result from quite different combinations of the four factors.
(2004)
Salary as % of GDP/capita Instruction time 1/teaching time 1/class size

Difference with OECD average
Percentage points
Education a Glance
2008 edition of
15
10
5
Programme
-5
-10
Slovak Republic
Germany
Norway
Turkey
Finland
Switzerland
Luxembourg
Hungary
Ireland
Belgium
Greece
Japan
Australia
Netherlands
Italy
Poland
Portugal
France
Austria
Denmark
Mexico
Spain
Korea
New Zealand
Iceland
Sweden
United States
Czech Republic
United Kingdom
B7.1
Expenditure on educational institutions per student at
43
43 various levels of education for all services relative to
primary education (2005)
Primary education = 100
Index Pre-primary education Secondary education Tertiary education
450
Education a Glance
2008 edition of
400
350
300
250
200
Programme
150
100
50
0
Switzerland 1
Portugal 1
Hungary 1
Chile
Brazil 1
Poland 1
Greece 1, 2
Luxembourg 1, 2
Slovak Republic 2
Italy 1
Mexico
Estonia
New Zealand
Germany
Israel
France
Spain
Ireland
Belgium
United Kingdom
Japan
Norway
Netherlands
Finland
Sweden
Denmark
United States
Austria
Iceland
Australia
Korea
Czech Republic
Note: A ratio of 300 for tertiary education means that the expenditure on educational institutions per tertiary student is three
times the expenditure on educational institutions per primary student. A ratio of 50 for pre-primary education means that
expenditure on educational institutions per pre-primary student is half the expenditure on educational institutions per primary
B1.3 student.
2. Some levels of education are included with others..
44
44
Total number of intended instruction hours in public
institutions between the ages of 7 and 14 (2006)
Ages 7-8 Ages 9-11 Ages 12-14
Estonia Students in OECD countries are expected to receive, on

Education a Glance
Finland
Slovenia average, 6 907 hours of instruction between the ages of 7
2008 edition of
Norway
Sweden and 14, of which 1 591 between ages 7 and 8, 2 518 between
Korea
Germany
ages 9 and 11, and 2 798 between ages 12 and 14. The large
Hungary majority of intended hours of instruction are compulsory.
Czech Republic
Japan
Denmark
Iceland
Luxembourg
Austria
Programme
Spain
Turkey
Belgium (Fl.)
Portugal
Greece
England
Ireland
Israel
Mexico
France
Belgium (Fr.)
New Zealand
Australia
Netherlands
Italy
Chile
0 1000 2000 3000 4000 5000 6000 7000 8000 9000

D1.1
Total number of intended instruction time in hours
45
0
5
10
15
20
25
30
35
40
per class
Korea
D2.1
Chile
Japan
Number of students
Israel
Turkey
Brazil
Ireland1
United Kingdom
Australia
1. Public institutions only

United States
France
Netherlands
2. Years of reference 2001 and 2006.

Germany2
Spain
Belgium (Fr.)
2006
Czech Republic
Poland
Hungary
2000
Mexico
Slovak Republic
Austria
Denmark
Switzerland
Estonia
Portugal
Greece
Italy
Iceland
Slovenia
Average class size in primary education
Luxembourg
Russian Federation
46
0
5
10
15
20
25
30
35
40
D2.2
Korea
per classroom
Japan
Israel Number of students
Brazil
Chile
Mexico
Germany
Poland
11. Public institutions only

Spain
United States
France
Primary education
Australia
Austria
Czech Republic
Estonia
Slovak Republic
Portugal
United Kingdom
Greece
Hungary
Italy
Slovenia
Denmark
Lower secondary education
Ireland1
Average class size (2006)
Luxembourg
Iceland
Switzerland
Russian Federation
Turkey
47
47 Teachers’ salaries (minimum, after 15 years experience,
and maximum) in lower secondary education (2006)
Annual statutory teachers’ salaries in public institutions in lower
secondary education, in equivalent USD converted using PPPs, and
the ratio of salary of 15 years of experience to GDP per capita
Education a Glance
Salary after 15 years of experience/ minimum training

2008 edition of
Starting salary/ minimum training

Equivalent USD
converted using PPPs Salary at the top of scale/ minimum training
140000 The annual statutory salaries of lower secondary teachers

120000
with 15 year experience range from less than USD 15 000 in
Hungary and the partner countries Chile and Estonia, to
100000 over USD 51 000 in Germany, Korea and Switzerland and
exceed USD 90 000 in Luxembourg.
Programme
80000
60000
40000
20000
0
Germany
Ireland
Spain
Austria
Italy
England
Scotland
Korea
Greece
Mexico
France
Chile
Portugal
Israel
Estonia
Japan
Belgium (Fr.)
Norway
Sweden
Hungary
Switzerland
Netherlands
Denmark
Finland
Slovenia
Iceland
Australia
United States
Belgium (Fl.)
Luxembourg
Czech Republic
New Zealand
D3.2
48
48 Changes in teachers’ salaries in lower secondary
education, by point in the salary scale (1996,2006)
Index of change between 1996 and 2006
(1996=100, 2006 price levels using GDP deflators)
Starting salary/minimum training Salary after 15 years of experience/ minimum training
Salary at top of scale/minimum training

Education a Glance
2008 edition of
Index of change
250
200
150
Programme
100
50
0
Scotland
Belgium (Fl.)1
Hungary
Estonia
Portugal
Finland
Greece
Norway
Australia
Denmark
Italy
Japan
England
Netherlands
Mexico
Ireland
New Zealand
Belgium (Fr.)1
D3.3 1. The data for Belgium in 1996 are based on Belgium as a whole.
49
49
Number of teaching hours per year, by level of
education (2006)
Net contact time in hours per year in public institutions
Lower secondary education
Upper secondary education, general programmes
Education a Glance
Primary education
2008 edition of
A primary school teacher teaches an average of 812 hours

Hours per year per year. Lower secondary education teachers teach an
1200 average of 717 hours per year. A teacher of upper
1100 secondary general education has an average statutory
1000 teaching load of 667 hours per year.
900
800
Programme
700
600
500
400
300
200
100
0
Brazil
Norway
Germany
Mexico
Israel
Denmark
Netherlands
Ireland
Austria
Greece
Scotland
Chile
Portugal
Spain
Belgium (Fl.)
Iceland
Luxembourg
Italy
Slovenia
Belgium (Fr.)
Czech Republic
France
Finland
Estonia
Hungary
Korea
Turkey
United States
Russian Federation
New Zealand
Australia
D4.2
50
50 Parents’ reports of child’s past science reading and
student performance on the PISA science scale (2006)
Performance difference before accounting for social background
Performance difference after accounting for social background
Statistically significant differences are marked in darker tone.
Score point
Education a Glance
difference
2008 edition of
70
60 Compared with 15-year-old students who had not, at the age of 10,
read books on scientific discoveries, students who had done so
50 performed, on average, 45 score points higher in the PISA 2006
science assessment, more than the equivalent of a school year, and
40 this advantage remained significant, at 35 score points, even after
Programme
taking into account socio-economic factors (one school year

30
corresponds to an average of 38 score points on the PISA science
20 scale).
10
0
Luxembourg
Iceland
Denmark
Colombia
Bulgaria
New Zealand
Germany
Korea
Macao-China
Portugal
Turkey
Croatia
Italy
Qatar
Hong Kong-
China
A6.1
Source: OECD PISA 2006.
51
51 Parents’ view of their child’s school and socio-
economic background (PISA 2006)
Difference in score before accounting for ESCS1
Difference in score after accounting for ESCS

Education a Glance
Score point
2008 edition of
difference
a. ”Standards of achievement are high in the school”
60
50
40
Programme
30
20
10
0
Croatia
Germany
Colombia
Italy
Bulgaria
Poland
Iceland
Qatar
Macao-China
Portugal
Hong Kong-China
Luxembourg
Denmark
Korea
Turkey
New Zealand
A6.2a
52

Education a Glance
Score point
difference
2008 edition of
b. ”I am satisfied with the disciplinary atmosphere in the school”

60
50
40
30
Programme
20
10
-10
-20
Luxembourg
Denmark
Korea
Iceland
Colombia
Germany
Portugal
Bulgaria
New Zealand
Macao-China
Italy
Turkey
Poland
Hong Kong-China
Croatia
Qatar
A6.2b
53

Education a Glance
Score point
difference
2008 edition of
c. ”The school does a good job in educating students”

60
50
40
30
Programme
20
10
-10
-20
Denmark
Luxembourg
Iceland
Korea
Colombia
New Zealand
Germany
Macao-China
Portugal
Bulgaria
Italy
Turkey
Poland
Hong Kong-China
Qatar
Croatia
A6.2c
54
54 Parents’ perceptions of instructional quality
(PISA 2006)
Statistically significant differences are marked in darker tone
a. ”Most of my child’s school teachers seem competent b. ”I am happy with the content taught and the
Education a Glance
and dedicated” instructional methods used in my child’s school”

2008 edition of
Denmark Denmark
Hong Kong-China Hong Kong-China
Iceland New Zealand
New Zealand Iceland
Macao-China Macao-China
Germany Qatar
Luxembourg Germany
Programme
Qatar Korea
Korea Italy
Portugal Portugal
Italy Poland
Bulgaria Turkey
Turkey Luxembourg
Poland Colombia
Croatia Croatia
Colombia Bulgaria
-30 -20 -10 0 10 20 30 40 -30 -20 -10 0 10 20 30 40

Score point difference Score point difference
A6.3ab
55
55 Parents’ perceptions of instructional quality
(PISA 2006)
Statistically significant differences are marked in darker tone
c. ”My child’s progress is carefully monitored at school” d. ”My child’s school provides regular and useful
Education a Glance
information on my child’s progress”

2008 edition of
Iceland Iceland
New Zealand Denmark
Denmark New Zealand
Colombia Hong Kong-China
Hong Kong-China Macao-China
Korea Korea
Macao-China Poland
Programme
Italy Qatar
Qatar Colombia
Poland Italy
Portugal Croatia
Turkey Turkey
Germany Germany
Luxembourg Portugal
Croatia Luxembourg
Bulgaria Bulgaria
-30 -20 -10 0 10 20 30 40 -30 -20 -10 0 10 20 30 40

Score point difference Score point difference
A6.3cd
56
56
Education a Glance
2008 edition of
Equity challenges
How well are countries using their potential to generate

OECD Education
future human capital by providing equitable learning

opportunities?
Occupational status of higher education
57
57
students’ fathers
Proportion of students with fathers from a blue-collar background
compared with men of corresponding age group as students’
Ireland andfathers in blue
Spain stand out–collar occupations
as providing the most equitable
Students' father (Left hand scale) Men in same age group (Left hand scale)
access to higher education, whereas students from blue-collar
Odds-ratio (Right hand scale)
Education a Glance
background in Austria, France, Germany, Portugal are about one-

half as likely to be in higher education as their proportion in the
2008 edition of
60 population would suggest. 1

56
0.9
50
45 0.8
40 39 0.7
40 38 37
35
0.6
Programme
29 29
30 0.5
21 20 0.4
18 19
20 16 0.3
0.2
10 7
5
0.1
0 0
Spain Ireland Finland Netherlands France Portugal Austria Germany
A7.1
Source: EUROSTUDENT 2005.
58
58 Educational status of students’ fathers
Proportion of students’ fathers with higher education compared with men of
corresponding age group as students’ fathers with higher education
Students' fathers Men in same age group
60 Finland, France, the Netherlands and the United Kingdom have
54 the largest intake of students with fathers holding a higher
Education a Glance
education degree, whereas Ireland and Italy have the lowest

48
2008 edition of
50
intake from this group.
42
40 39
40
32
28 29
30 27 27
25 24
Programme
21 21 22
20 18 17
11 10
9
10
0
United Finland France Netherlands Germany Spain Portugal Austria Ireland Italy
Kingdom1
A7.2a
1. England and Wales. Data refer to the parent (male or female) with the highest income.

59
59 Educational status of students’ fathers (2004)
Ratio of the proportion of students’ fathers with higher education to the proportion
of men of the corresponding age group as students’ fathers with higher education
In Austria, France, Germany,
Parent (male Portugal and
of female) with the the
highestUnited
income Kingdom,
students are at least about twice as likely to be in higher education
3.5
if their fathers hold a university degree as their proportion 3.2 in the
population would suggest.
Education a Glance
2008 edition of
2.5
2.5
2.2
2 2
1.7 1.7
1.6
1.5
1.5
1.1
Programme
0.5
Austria Finland France Germany Ireland Italy Netherlands Portugal Spain United
-0.5 Kingdom1
1. England and Wales. Data refer to the parent (male or female) with the highest income.
A7.2b
60
60 Proportion of students in higher education
(2003-2005) from a blue-collar background
and between school variance in PISA 2000
Proportion of students from blue-collar background Between-school variance, PISA 2000
Education a Glance
2008 edition of
Among the countries for which data are available on the socio-
0.8 economic status of students in higher education, it appears that
providing a good quality education across all schools is important to
have more students from less affluent backgrounds participating in
0.6
higher education.
Programme
0.4
0.2
0
Spain Ireland Finland France Portugal Austria Germany
Note: The first bar shows the ratio of students with fathers from a blue collar background compared with men
of corresponding age group (’40-to-60-year-olds) in blue collar occupations. The second bar shows the between
A7.3 school variance in mathematics from PISA 2000 survey.
SOURCE: OECD PISA survey, EUROSTUDENT 2005.
Share of 25-to-64-year-olds with lower education and high earnings
61
61 and vice versa (2006 or latest available year)
Canada 2005
25-to-64-year-olds Austria 2006
with tertiary
education and New Zealand 2006
earnings amounting Germany 2006
to one half of the
country median or Israel 2006
less Femaleswith tertiary education areSwitzerland
more 2006 disadvantaged than males
Education a Glance
in terms of realising low earnings; Unitedin Austria,

States 2006 Canada and New
2008 edition of
Zealand, 20% or more of the female population earn less than half
United Kingdom 2006
the median. While males are less likely to have low earnings, more
Korea 2003
25-to-64-year-olds
Finland 2004
than 10% earn less than half of theAustralia
with below upper
secondary education
median2005
in Canada, Denmark,
and earnings Norway and Sweden. This dispersion Denmark in 2005 educational outcomes
amounting to twice
provides an indication of the overall investment
the country median Norway 2005 risk associated with
or more higher education. Netherlands 2002
Programme
Ireland 2004
Sweden 2005
Italy 2004
Turkey 2005
Spain 2004
France 2006
Belgium 2005
Poland 2006
Hungary 2006
Luxembourg 2002
Czech Republic 2006
Males Portugal 2005 Females
A9.1 -30 -20 -10 0 % 0 10 20 30
62
62
 www.oecd.org
– All national and international publications
Education a Glance
– The complete micro-level database

2008 edition of
 Email: Andreas.Schleicher@OECD.org
Thank you !
… and remember:
Programme
Without data, you are just another person

with an opinion

OECD Education Presentation

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11

Organisation for Economic Co-operation and Development (OECD)

Education at a Glance 2008

(share of age cohort moving into university level education

rose from 37% to 57%)

A rising tide in the demand for

Changes in graduation rates (the present)

2. Year of reference 2002.

Ratio Arts and humanities Science Engineering All fields

4 Ratios larger than 1 mean that more graduates

A1.4 1. Year of reference 2001. Only ISCED 5A of educational attainment.

1. Year of reference 2005.

2. Advanced research programmes refer to 2005.

2006 2000 1995

Tertiary-type A programmes, first degree

Malaysia, Switzerland, 1.3%

1.6% Italy, 1.7%

South Africa, 1.8%

Canada, 5.1% France, 8.5%

2. Only full-time students.

1. Response rate too low to ensure comparability.

Population leaving without tertiary education

Has the increasing supply of well-educated labour been

matched by the creation of high-paying jobs?

Will one day everyone have a university degree

Skilled jobs (ISCO 1-3) Tertiary attainment (5B, 5A/6)

In OECD countries, the proportion of skilled jobs in the economy is

Males with a degree from a tertiary-type A or advanced

260 research programme have a substantial earnings premium in

Czech Republic 29.1%

Cost components Benefits components

Czech Republic 29.1%

1990s (5.9% on average)

points Tertiary education

6 Unemployment rate higher for females

C4.2 1. Data refer to 15-to-24-year-olds.

Current approaches to the financing

3. Year of reference 2006 instead of 2005.

Research & development (R&D)

Educational core services

Change in expenditure per student

among the 18 OECD countries for which trend data are

60 available, the share of public funding in tertiary institutions

1. Year of reference 2006 instead of 2005.

2000 This chart does not take into

Transfers and payments to other private entities

Potentially high financial

students, student support

subsidies to students. Australia

1. Year of reference 2004

1. Year of reference 2005.

Primary education Lower secondary

In equivalent USD using PPPs

Salary as % of GDP/capita Instruction time 1/teaching time 1/class size

Estonia Students in OECD countries are expected to receive, on

0 1000 2000 3000 4000 5000 6000 7000 8000 9000

1. Public institutions only

2. Years of reference 2001 and 2006.

11. Public institutions only

Salary after 15 years of experience/ minimum training

Starting salary/ minimum training

140000 The annual statutory salaries of lower secondary teachers

Salary at top of scale/minimum training